The school coexistence turns more and more complex all the time, due to the radical changes that society undergoes in itself, where minors are livelier, where parents become more over protective, and where teachers have less right to scold those children who overpass the limits in conduct and respect.

It is true that in this process, it is not only the teachers and pupils who can take part, and that it is necessary for all actors in the community to get involved, including parents, organizations, churches and all entities which search for harmony. But it is also necessary to put in order and do an appraisal of each citizen's claims according to the roles they hold in our society, because if they do not establish priorities, a chaos which will end up by turning human relationships into a permanent conflict, will take place.

0ne of the most obvious problems which has not been yet solved is the loss of authority suffered by the teachers in the handling and training of their pupils, due to being more permissive as well as from the lack of determined support from the educational conjunction.

This situation is perceived by the pupils, who see in the system, plus their guardians’ endorsement, that today they have more rights than responsibilities.

We believe that it is one of the most serious mistakes which affect the school relationships making them more complex and less stable. Having to add to it more stressful situations, more academic demands, troubled homes and competitiveness with their peers.  

Considering how complex it is to educate now is the reason for supporting the initiative of inviting for dialogue and comprehension. Parents, teachers, pupils and human development organizations, should undertake the task to achieve the integration in every educational system, to eradicate every conflict symptom, so those dividing barriers which stop a good drive inside the actual educational system could be broken.

We believe that the last task is to obtain a unity between values and knowledge in education, so we would not only end up with pupils full of knowledge but lacking affection, loyalty, unity and a series of values which could allow them to obtain a rational human behaviour.

We add ourselves to the task of stimulating the Consejos Escolares, not as a bureaucratic action, but aiming for a harmonious coexistence, to give teachers more power, to give the pupils more guarantee and to ensure a well-being climate in the schools.